Physical Education Teachers’ Perspectives and Experiences When Teaching FMS to Early Adolescent Girls

in Journal of Teaching in Physical Education
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  • 1 Deakin University
  • | 2 RMIT University
  • | 3 University of Newcastle
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Competence in fundamental movement skills (FMSs) is positively associated with physical activity, fitness, and healthy weight status. However, adolescent girls exhibit very low levels of fundamental movement skill (FMS) proficiency.


In the current study, interviews were carried out with physical education teachers to investigate their perspectives of: (i) the importance and relevance of teaching FMSs to Year 7 girls, and (ii) the factors influencing effective FMS instruction.


There were two major findings in the data: Year 7 was perceived to be a critical period to instruct girls in FMSs; and current teaching practices were perceived to be suboptimal for effective FMS instruction.


Apparent deficits in current FMS teaching practice may be improved with more comprehensive teacher training (both during physical education teacher education (PETE) and in in-service professional development) in pedagogical strategies, curriculum interpretation, and meaningful assessment.

Lander, Hanna, and Barnett are with the School of Health and Social Development, Deakin University, Melbourne, Victoria, Australia. Brown and Salmon are with the School of Exercise and Nutrition Sciences, Deakin University, Melbourne, Victoria, Australia. Telford is with the School of Health and Biomedical Science, Discipline of Exercise Sciences, RMIT University, Melbourne, Victoria, Australia. Morgan is with the School of Education, University of Newcastle, Newcastle, NSW, Australia.

Address author correspondence to Natalie Lander at